This course focuses on Human Rights
in Africa. Students are introduced to pertinent issues bearing on the nature,
contemporary significance, ramifications and challenges of the notion of Human
Rights particularly as regards the African continent. Students are as well
introduced to basic Human Rights Instruments and also to various theories of
human rights and their practical import in Africa.

With regard to the methodology and
pedagogy, it must be stated that Cases/ Thematic Studies and Focal Analyses
constitute significance feature of the course. In addition, the web and its
resources are very much integrated into this course. Visuals from various web
sources are particularly helpful teaching aids in this Course.

This would be very interactive
course. Timely and regular attendance at, and involvement in, tutorials and
regular classes would be insisted on.

We would as well focus on the basic
Human Rights Instruments and Obligations; Human Rights Promotion and
Protection; and also identify an analytical framework for zeroing in on Human
Rights Violations.

Weeks 3 and 4: Our African Matrix

The notion of Africa; Basic Socio-
Political features of Africa: Commonalities and Diversities.

Detailed Case/ Thematic/ Focal Studies drawn from
Africa would be extrapolated for analyses. The selection would, among others,
cover such themes as

a)FGM

b)Gender/
Women/ Child Rights

c)Minority
Rights, and

d)Reproductive
Rights

e)Sexual
Rights

We would as well be particularly be concerned with the
Human rights dimensions of the Civil Wars in Nigeria, Liberia, Sierra Leone,
Rwanda and elsewhere in Africa, as well as with the Human rights dimensions of
the electoral/ political mess in such countries as Libya, Mali, Congo, Zimbabwe
and Somalia.

In popular thought many people see Africa as
conflict-laden and conflict-struck, if not conflict-prone. It is indeed a
fact that many of the intractable, horrendous, and nightmarish conflicts of
this day and age are taking place on the African continent. The genocidal Rwandan
Civil War, the Al-Shabab Imbroglio engulfing Somalia and Kenya (to name only
two concerned African states), the on-going Boko Haram menace now spreading
beyond its original Nigerian national boundaries, the natural
resource/religion based conflict in the Central African Republic, the mess in
post-Gaddafi Libya, and the activities of Al-Qaeda in the Maghreb

In this course we pursue the themes of society and
conflict in Africa. The focus of the course is really on contemporary African
society and its conflicts.

However we do not entirely rule out the very
consequential historical antecedents and pertinent episodes, such as the
trade in African Slaves and its attendant conflicts, the 1884/85 Berlin
Congress that precipitated the European Partitioning and Colonization of
Africa, the Algerian War for Independence in particular and the African
Liberation Struggle in general, the anti-Apartheid Struggle, and a lot more.

Upon successful completion of this course students
would have a thorough grasp of the changing societal contexts and influences
marking the conflict terrain in Africa. They would also have a grasp of the
issues and circumstances marking the wide and complex spectrumof conflicts in
Africa.

Focus in the Course spans the entire spectrum of
Pre-Conflict, Conflict (Management/Resolution) and Post-Conflict
(Transitional Justice; Peace Building/Making; National Reconciliation) Stages
of the entire wide diversity of Conflicts in Africa.

Regular attendance at, and full participation in,
lectures and tutorials are insisted on in this course. Students would have to
closely follow current affairs and developments on the African continent. BBC
Africa, for example, should be regularly listened to. Video clips, and other
multi-media presentations and assignments, are integrated into the teaching
modality of this course

End of
Semester examination will consist of six essay
questions covering the entire course; out of which students would be required
to answer only three.

An assignment, to be given in class mid-way through
the course, would constitute the
mandatory 30% Interim Assessment grade.

The purpose of this course is to introduce students to the major
issues, concepts, problems and theories associated with development
administration. It examines efforts developing countries are making to
administer their development programs and how to improve their administrative
systems that will expand the possibilities of their citizens. To this end, the
course focuses on the processes and strategies for the administration of
development in the developing societies. It begins on the operating premise
that no singular factor such as political, economic, sociological explanations,
as commonly found in theories of development economics and administration are
adequate in explaining the myriad problems and efforts being made to improve
the economic, political and social systems toward a better or more humane life
for the people in the developing world. Specifically, the course addresses the
following critical issues and concerns in the discipline:

Outline

1.What is development? The goal here is to
interrogate the various theories and paradigms in the development literature.
It identifies the characteristics of developing countries and offers
explanation to the growing underdevelopment of this part of the world.

2.Trends and issues in development
administration. Attempt is made to examine the necessity for pursuing
development programs in the developing societies.

3.What are the prescribed strategies for
administering development in the developing world? Some have advocated
Planning, administrative and institutional reforms, and decentralization in the
public sector.

4.What is the prevailing development situation
in the developing world? Why is Poverty phenomenon a developmental issue? In
what different ways have the poverty situation been tackled?

5.Corruption is regarded as endemic in
developing world. Can this phenomenon explain the increasing underdevelopment
in the developing societies?

6.How can the development deficits in developing
societies be dealt with head-on?

Handelman, Howard. 2003. The challenges of third world
development 3rd ed. Prentice Hall: Upper Saddle River.

World Bank. 2000. “New Directions in Developing Thinking” and
“Decentralization: Rethinking Government” in Entering the 21st century:
World Development Report 1999/2000. Oxford University Press: New York.

World Bank. 2001. World Development Reports,
2000-2001: Attacking Poverty. Oxford: Oxford University Press.

Todaro, M.P. 2000. Economic Development in the 3rd world.
New York: Longman.

This course
introduces students to the major issues in global relations/politics, and
provides them theoretical/conceptual tools for understanding the global system.
The central aims of the course are to demonstrate how theory influences our
explanations; to familiarize students with some important issues in
international politics; to help students appreciate the impact of international
institutions such as the UN and the World Bank on the sovereignty of the modern
states; and to help students understand why some global north
states are the focus of international relations.

We
will use both theoretical and practical arguments to answer several questions:
Why is international relations/politics important? What explains the type of
foreign policy decision-making of both the major and minor powers in the
international system? Who are the actors involved in global politics? Is the
sovereignty of the state a myth? How relevant is international law in
international relations? Can there be perpetual peace in the world? Is
globalization actually taking place? How does terrorism affect human security
in West Africa and globally? Are Multinational Corporations relevant in the
developing world? What are the problems confronting the international system?
How does domestic politics shape international politics, among others.

There are two interim assessments. One is an assignment due
on the fifth week of class. The other is an in-class exams scheduled on the
ninth week. The assignment question- To what extent are Boko Haram and Al Shabab
a threat to the security of sub-Saharan Africa?- requires a reflective response of 1000 words long, double-spacing,
and a 12 point font.

Exams

Final exams will consist of a
combination of fill-in-the-blanks, short and long essay questions. The final is
cumulative, with questions ranging from the first day to the last day of class.
If you really want to do well in the final examination, the best strategy is to
attend class regularly and be on top of the assigned readings.

Reflective Paper-
10%

Exams/IA -
20%

Final
Exams 70%

Civility

Civility in the classroom is
expected of all students. Students who disrupt class to the extent that other’s
educational opportunities are diminished may be asked to leave the classroom.
Cell phones must be turned- off at all times in the classroom.

Communicating with your Instructors

Feel free to stop by and
discuss academic matters or concerns with us in the office. All emails sent to
either of the instructors should include POLI 212 in the subject
line.

Class Attendance and
Participation

Attendance will be monitored every class session, and
students are expected to regularly and relevantly contribute to class
discussions by raising questions and making salient comments. For the purpose
of class participation, which is compulsory, students are encouraged to gather
information from news sources, such as the New York Times online, Yahoo News,
Google News, Al Jazeera, the Associated Press, Reuters, BBC, DWTV, Christian
Science Monitor, Wall Street Journal online, and the Washington Post online.
This will be an opportunity for students to make oral contributions, in
addition to the regular lectures and discussions.

Learning Disability Students

Any student with an officially
recognized disability should make fitting arrangements with the university, not
the instructors.

Plagiarism and Cheating

Plagiarism, which is representing
somebody’s work as your own, as well as cheating in all forms, must be avoided.
The consequences of these behaviors are not worth mentioning in this class.